Integrating information and communication technologies into the early childhood curriculum: Chinese principals' views of the challenges and opportunities

Hui Li*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children's learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum. Findings indicated that the main problems were as follows: the low level of teachers' ICT competence, hardware and software problems, the lack of resources and technical support, and parental level of ICT competence. In-service training was regarded as the pivotal solution to these problems. The 5 levels of ICT transformation of the educational and learning processes (Mooij & Smeets, 2001) were evident in the participating schools. Most of the principals admitted that they were just "technology learners" (Yee, 1999), with regard to their information technology leadership. Sociocontextual accounts and implications of these findings are discussed.

Original languageEnglish
Pages (from-to)467-487
Number of pages21
JournalEarly Education and Development
Volume17
Issue number3
DOIs
Publication statusPublished - 2006
Externally publishedYes

Fingerprint

Dive into the research topics of 'Integrating information and communication technologies into the early childhood curriculum: Chinese principals' views of the challenges and opportunities'. Together they form a unique fingerprint.

Cite this